使用分阶段的教学和评估方法,以促进大学间的合作和基于问题的学习
Henry Dawson1, Gayle Davis1, Kirstin Ross2
1School of Sport and Health Sciences, Cardiff Metropolitan University, Wales, United Kingdom.
Frontiers in public health
|March 26, 2024
概括
高等教育机构可以在国际上分享环境健康模块,使用细分设计和基于问题的学习. 这种方法促进了尽管存在机构障碍的协作,提高学生的领导力和沟通技巧.
科学领域:
- 环境卫生教育环境卫生教育
- 高等教育教学的教学.
- 在学习和教学方面的国际合作.
背景情况:
- 在国际上分享高等教育模块带来了机遇和挑战.
- 环境健康教育需要实际应用,识别社区需求和设计干预措施.
- 现有的认证和学位要求可以促进或阻碍国际学术伙伴关系.
研究的目的:
- 描述一个细分的模块设计和基于问题的学习 (PBL) 方法来共享环境健康模块.
- 探索威尔士,北爱尔兰和澳大利亚高等教育机构之间国际合作的可行性和影响.
- 确定机构间学习和教学合作的障碍和促进因素.
主要方法:
- 采用了细分模块设计,允许不同级别的协作.
- 实施基于问题的学习 (PBL),专注于社区需求评估,干预设计和评估.
- 分析了英国和澳大利亚高等教育系统之间的可比性认证和学习成果要求.
- 记录了制度问题,时间表和评估实用性作为协作障碍.
主要成果:
- 可比较的认证和学习成果促进了国际合作的潜力.
- 时间表和评估等机构因素对共享模块构成了重大障碍.
- 分段模块设计使机构之间能够分阶段和灵活地进行协作.
- 在PBL小组的学生表现出增强的领导力,沟通和独立学习技能.
结论:
- 分段模块设计为国际高等教育合作提供了一个可持续的模式.
- 基于问题的学习有效地培养环境卫生专业人员的基本技能.
- 克服机构的实用性是成功的国际学术伙伴关系的关键.
- 通过战略设计和灵活性,可以实现环境健康模块的国际共享.
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